LEA Plan

Our LEA Plan is available HERE. We were recently required to update our LEA plan with an addendum, which was approved by the state. The addendum is available HERE. LEA is a general term for districts and county offices of education.

An LEA Plan is the district equivalent of the SPSA (Single Plan for Student Achievement). It is our district's plan for improving student academic performance, including how we are spending categorical funds to help students.

The federal No Child Left Behind (NCLB) Act of 2001 included four key principles:

stronger accountability for results;

greater flexibility and local control for states, school districts, and schools in the use of federal funds;

enhanced parental choice for parents of children from disadvantaged backgrounds, and;

a focus on what works, emphasizing teaching methods that have been demonstrated to be effective.

In May 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting five Performance Goals:

All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.

All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

By 2005-2006, all students will be taught by highly qualified teachers.

All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

All students will graduate from high school.

In addition, 12 performance indicators linked to those goals were adopted as specified by the U.S. Department of Education (USDE). Performance targets, developed for each indicator, were adopted by the SBE in May 2003.

Collectively, NCLB’s goals, along with the performance indicators and targets, constitute California’s framework for ESEA accountability. This framework provides the basis for the state’s improvement efforts, informing policy decisions by SBE, and implementation efforts by CDE to fully realize the system envisioned by NCLB. It also provides a basis for coordination with California’s Legislature and the Governor’s Office.

Since 1995, California has been building an educational system consisting of five major components:

rigorous academic standards

standards-aligned instructional materials

standards-based professional development

standards-aligned assessment

an accountability structure that measures school effectiveness in light of student achievement.

As a result, California is well positioned to implement the tenets of NCLB.

State and federally funded initiatives aimed at improving student achievement must complement each other and work in tandem in order to have the greatest impact. In California, the state and federal consolidated applications, competitive grants, the state accountability system, the Categorical Program Monitoring process, local educational agency plans, professional development opportunities, and technical assistance all are moving toward a level of alignment and streamlining. The result of this consolidation will be to provide a cohesive, comprehensive, and focused effort for supporting and improving the state’s lowest-performing schools and appropriate reporting mechanisms. Our LEA Plan is part of this accountability system.

Travis Unified School District

Travis Unified School District

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